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Lesson Title: The Abolition and Suffrage Movements

Grade and Subject: 4th Grade Social Studies

DeMorris Stroud

Date:04/26/16

1. LESSON PLAN LEARNING OUTCOMES AND PROCEDURE


Essential
How did Sojourner Truths Aint I a Woman speech at the Ohio
Question(s) /
Womens Rights Convention address black womens rights
Central Focus
Why couldn't women vote in the United States?
Why was Harriet Tubman called "the Moses of her people?
Learning
Objective(s)

Instructional Strategies & Learning Tasks that Support Diverse Student


Needs

CCGPS or
GPS
Standard(s)
Introduct
-ion to
Lesson

Examine the main ideas of the abolitionist and suffrage movements.


Discuss both biographies of Harriet Tubman and Elizabeth Cady
Stanton
Explain the significance of Sojourner Truths address to the
abolitionist and suffrage movements
SS4H7 The student will examine the main ideas of the abolitionist and
suffrage movements.

Body of
Lesson

1)
2)
3)
4)

The teacher (Mr. Stroud) will present the lesson by discussing Harriet
Tubman and her work as the Black Moses of her people in regards
to the Underground Railroad.
He will then introduce Elizabeth Cady Stanton as well by discussing
her history in the development of womens rights.
Afterwards, he will introduce Sojourners Truths speech Aint I a
Woman.
Later, the teacher will introduce the students the historical background
of slave quilts, and their significance.
The teacher will explain to the students how other slaves helped other
slaves seeking freedom find their way to north by hanging quilts on
their clotheslines to send messages to the slaves who had escaped.

Review what the Underground Railroad is and important parts about it.
Read Sweet Clara and the Freedom Quilt by Deborah Hopkinson.
Discuss the book.
Explain that they will be choosing a topic to research. After completing
the research, they will be pulling the important information to put into a
paragraph. Students will use the information they find to make a Freedom
Quilt.
5) The teacher will then direct them to this site to discuss the significance
and what their symbols represent.
http://page.reallygoodstuff.com/pdfs/154227.pdf
6) After explaining the process, and showing student examples the teacher
will provide them with a rubric for the assignment and release students to
complete the learning activity with differentiated groups. Students should

DeMorris Stroud

also have access to the Internet. There are useful web sites listed below.
The teacher may want to schedule a trip to the library or set up a time to
visit the computer lab.
7) After students have finished researching, they will write a paragraph
containing important information about their topic.
8) They will then put their paragraph on a square that will become part of the
Freedom Quilt.
9) The teacher can display the Freedom Quilt on a bulletin board or wall
when finished.
10) REMEMBER each student MUST have 3-5 important facts regarding
the Underground Railroad. They must also have a topic sentence and a
concluding sentence

Closure

Learning
Supports:
Differentiation,
Modification(s)
and
Accommodation(s)

Formal and
Informal
Assessment

In a narrative format, explain how students will summarize and/or share what
they have learned to prove they know and understand the learning standards,
objectives, and vocabulary. Include any next steps for future lessons that
you foresee. Include the length of time intended for this part of the lesson. I
would use the closure activity called the High-Five Hustle in this assignment
you ask students to stand up, raise their hands and high-five a peer -- their
short-term hustle buddy. When there are no hands left, ask a question for them
to discuss. Solicit answers. Then play "Do the Hustle" as a signal for them to
raise their hands and high-five a different partner for the next question.
(Source: Gretchen Bridgers)

For my E.S.O.L or below level students, they will work together in a


collaborative group with teacher assistance to create one quilt.
The teacher will provide them with an example of a completed
freedom quilt for them as a model.
Students will use craft materials to complete their individual portion of
the quilt.

In a narrative format, describe how you plan to assess students learning


formally AND informally. As you are doing this, state any formative and/or
summative assessments. The assessment should be tied to all other parts of the
lesson plan. The assessment should provide evidence of student achievement
on each learning objective.
Formal Assessment:Unit test ,
Informal Assessment: K.W.L chart , Quiz

DeMorris Stroud

Summative=Unit test
Formative-quizzes , KWL chart, Exit ticket

Academic Language

2. RESOURCES
Language
Identity a key learning task for practicing this function.
Functions
Identify the purpose for which the language is being used, with attention to
goal and audiencethe one verb from the learning standards (ex.
demonstrate, argue, explain, justify, define etc). This section should briefly
explain what tasks students are expected to perform and what they are
expected to do with language.
Vocabulary

How will students demonstrate (reading, writing, listening, and/or speaking)


their understanding of vocabulary in relation to the language function listed
above? Students will demonstrate their understanding of vocabulary through
Writing a Paragraph from Sweet Clara and the freedom quilt(writing),
Presenting their project before the class (Speaking), Paying close attention to
the teacher explaining the rubric (Listening) , and Reading the book Sweet
Clara and the freedom quilt (Reading)

Syntax or
Discourse
Materials

Students will demonstrate syntax or discourse through their presentation of


the quilt.
Bags of 9 squares
Piece of construction paper to glue the squares on
Glue & Scissors
Markers/Crayons
Technology

Technology

Computers & I-pads students can above level students can do their quilt
online and present it before the class

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